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Sørensen, A. (2022). Otvorimo umove za snove i nadanja. In Z. Zarić & G. Pudar-Draško (Eds.), Angažovane reči (pp. 195-205). Institute for Philosophy and Social Theory, Belgrade.

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). Overlevelsesguide for nye lærere. Dafolo.

Sattrup, L. & Knudsen, L. E. D. (2022). Overraskende positiv deltagelse i eksterne læringsmiljøer. Skoletjenesten - videnscenter for eksterne læringsmiljøer. https://skoletjenesten.dk/overraskende-positiv-deltagelse-i-eksterne-laeringsmiljoeer

Møller, M. (2022). Overview of categories and themes related to the texts included in a literature and document review.

Skyggebjerg, A. K. (2022). På den anden side af slagmarken: Eventyr. Tina Sakura fortæller om krig, flugt og sorg med sans for børns fantasi og erfaringsverden. Inspirationen hentes hos H.C. Andersen, Astrid Lindgren og Louis Jensen. Weekendavisen, Sektion 2 (Bøger), 15.

Hoffmann, M., Nielsen, J. B., Sørensen, M. C., Rasmussen, A. R. & Henriksen, M. (2022). Pædagogens rolle i legen. In L. G. Hammershøj (Ed.), Legekunst: leg, dannelse, kunst og kultur i dagtilbud (pp. 71-92). Samfundslitteratur.

Bjerre, J. & Laursen, P. F. (Eds.) (2022). Pædagogikhåndbogen: Seks tilgange til pædagogik. (2 ed.) Hans Reitzels Forlag.

Bjerre, J. (2022). Pædagogik i et mikrosociologisk perspektiv. In Pædagogikhåndbogen: seks tilgange til pædagogik (pp. 409-224). Hans Reitzels Forlag.

Kristensen, J. E. (2022). Pædagogik og/eller uddannelsesforskning og uddannelsesvidenskab? Danske konstellationer og spændinger. Nordic Studies in Education, 42(1), 30-49. https://doi.org/10.23865/nse.v42.3796

Dorf, H. (2022). Pædagogik og social klassedeling: sociologiske perspektiver på chanceulighed, elevforskelle og undervisning. In J. Bjerre & P. F. Laursen (Eds.), Pædagogikhåndbogen : seks tilgange til pædagogik (2. ed., pp. 385-407). Hans Reitzels Forlag.

Sandbjerg Hansen, C. (2022). Pædagogisering af marginalitet i storbyerne - en skitse. Dansk Pædagogisk Tidsskrift, 2022(4), 6-34. https://dpt.dk/temanumre/2022-4/paedagogisering-af-marginalitet-i-storbyerne-en-skitse/

Gjessing, E. (2022). Pædagogiske koncepter og skolearkitektur: - læringstrappen kritisk belyst. Unge Pædagoger, 83(1), 62-71.

Pio, F. (2022). Pædagogisk rettet forskning og dens mulige kontinuitetsformer i det post-traditionelle samfund: Dannelse som bro-begreb for innovativ tradering (Benner, Prange, Krüger). Nordic Studies in Education, 42(4), 376-394. https://doi.org/10.23865/nse.v42.3856

Skyggebjerg, A. K. (2022). På flugt fra virkeligheden: Ane Bjørns Trylleblik og børnelitteraturens skildring af krig. In M. Österlund, M. Lassén-Seger & S. H. Eriksdatter (Eds.), På tværs af Norden 3: Social holdbarhed i nordisk børne- og ungdomslitteratur (pp. 50-57). Nordic Council of Ministers. http://norden.diva-portal.org/smash/get/diva2:1626809/FULLTEXT01.pdf

Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi , E., Hartong, S., Hillman, T., Ideland, M., Landri , P., van de Oudeweetering, K., Player-Koro , C., Rensfeldt, A. B., Rönnberg, L., Taglietti, D. & Vanermen, L. (2022). Pandemic Acceleration: Covid-19 and the emergency digitalization of European education. European Educational Research Journal - EERJ, 21(5), 845-868. https://doi.org/10.1177/14749041211041793

Cone, L. (2022). Pandemien er forbi. Men kampen for anerkendelse af lærere og pædagogers arbejdsforhold fortsætter. Skolemonitor. https://skolemonitor.dk/debat/art8644989/Pandemien-er-forbi.-Men-kampen-for-anerkendelse-af-lærere-og-pædagogers-arbejdsforhold-fortsætter

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental Job-Loss, Intra-Generational Social Mobility and Children’s Schooling in Denmark. Paper presented at European Conference on Educational Research, Yerevan, Armenia.

Jensen, S. S., Weiss, F. & Lindemann, K. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark. Paper presented at Transition in Youth: Education and Institutional Quality, Napoli, Italy.

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark . Abstract from 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Denmark.

Nørgård, R. T. (2022). Pedagogical patterns as method for sustainable development. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/2FE27D3E-00B1-EC11-84B2-00155D0B0901.pdf

Korsgaard, O. (2022). Peoplehood: In the Nordic World. Aarhus Universitetsforlag.

Anderson, S. D., Banzhaf, E., Grandin, G., Hardiman, R., Jensen, A., Jones, L. M., Knopp, J., Levin, G., Russel, D., Wu, W., Yang, J. & Zandersen, M. (2022). Peopleshed: A crucial element in urban-rural dependencies and opportunities to design NBS for resilience in Europe and China. Abstract from IAPS - 27th International Association People-Environment Studies
, Lisbon, Portugal. https://iaps2022.mundiconvenius.pt/#/abstract/20819

Rørbech, H. & Höglund, H. (2022). Performative Spaces: Negotiations in the Literature Classroom. Abstract from ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cyprus.

Dahl, K. K. B. (2022). Person, profession og professionspsykologi: mod en ny forståelse af den professionelle. Kognition & Pædagogik, 37(126), 6-14.

Faddar, J. & Kjeldsen, C. C. (2022). Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue. Studies in Educational Evaluation, 75, Article 101218. https://doi.org/10.1016/j.stueduc.2022.101218

Klomberg, B., Schilhab, T. & Burke, M. (2022). Picturing fiction through embodied cognition: Drawn representations and viewpoint in literary texts . Routledge.

Skyggebjerg, A. K. (2022). Pirater, pleskner og plejehjem: Nordisk. Kim Fupz Aakeson og Stian Hole hylder båndet mellem børnebørn og bedsteforældre i et kongenialt fællesværk. Weekendavisen, Sektion 2 (Bøger), 15.

Holm, L. & Ahrenkiel, A. (2022). Places of heteroglossia in everyday interaction. 1-12. Abstract from RECE 2022 - Vancouver, Canada, Vancouver, Canada.

Hammershøj, L. G. (2022). Play attitude and moods of play: a design-based inquiry into the affective nature and importance of play. International Journal of Play, 11(3), 327-345. https://doi.org/10.1080/21594937.2022.2101276

Nørgård, R. T., Solheim, J. & Bukholt, K. J. (2022). Playful Higher Education: Voices, Activities and Co-creations from the PUP Community. Center for Higher Education Futures, Aarhus University. https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:20b3ae83-7c77-353d-8973-d83db60b606e#pageNum=6

Jensen, B. (2022). Podcast: VALUE I PRAKSIS – om at værdsætte diversitet i dagtilbud. Pictures, Video and sound recordings (digital)

Larsen, P. (2022). Polarisering blandt venner. Dagbladet Information, Sektion 2, 25-25.

Brøgger, K. (2022). Post-Cold-War governance arrangements in European higher education and research: Escaping methodological nationalism and methodological globalism in the vortex of geo-political pressures. Paper presented at European Consortium of Political Research (ECPR). General Conference 2022, Innsbruck, Austria.

Helding Vembye, M., Pustejovsky, J. E. & Pigott, T. (2022). Power Approximations for Meta-Analysis of Dependent Effect Sizes. Journal of Educational and Behavioral Statistics, 48(1). https://doi.org/10.3102/10769986221127379

Gjørding, M. R. (2022). PPR i paradigmeskifte: En undersøgelse af PPR-lederes opfattelser af udfordringer og muligheder med bemanding, uddannelsesbehov og faggrænser. In Aarhus Universitet https://dpu.au.dk/fileadmin/edu/Udgivelser/Rapporter/PPR_i_paradigmeskifte_-_rapport.pdf

Lindahl Thomassen, M., Ramsgaard, M. B. & Williams Middleton, K. (2022). Practitioner Development Workshop: Context in Entrepreneurship Education – exploring the HEI Practitioners Perspective. Abstract from 3E Conference – ECSB Entrepreneurship Education Conference, Dijon, France.

Lieberkind, J. & Thormar, L. P. (2022). Pragmatisk, ydmyg og engageret – et nyt politisk subjekt: Unges aktivisme fra 68 til i dag. Nordisk Tidsskrift for Ungdomsforskning, 3(1), 78-95. https://doi.org/10.18261/ntu.3.1.6

Jensen, B. & Svinth, L. (2022). Praksis- og professionsudvikling i daginstitutioner. Aarhus Universitetsforlag. Pædagogisk Indblik No. 19

Walker, R. P. & Buch, A. (2022). Praksisteoretiske undersøgelser af professionelle og organisatoriske læreprocesser: en ’tool-kit’-tilgang. Tidsskrift for Arbejdsliv, 24(1), 10–24.

Sørensen, A. (2022). Preface. Danish Yearbook of Philosophy, 55(1), 1-5. https://doi.org/10.1163/24689300-bja10034

Fristrup, T. (2022). Preface. In Nordic Figurations of Volunteering (pp. ix-x). Jamtli Forlag.

Thurm, D., Geraniou, E. & Jankvist, U. T. (2022). Preservice teachers’ beliefs about mathematical digital competency – a “hidden variable” in teaching mathematics with digital technology? In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 2642-2649). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf

Lindenskov, L. B. (2022). Problemløsning i samarbejde - samarbejde i problemløsning. In "Når jeg hjælper andre, kan jeg bedre forstå det selv" : om undersøgende samtaler i makkerpar (pp. 73-84). Københavns Professionshøjskole. https://sykl.kp.dk/wp-content/uploads/2022/11/SYKL_Antologi_webudgave.pdf

Jankvist, U. T., Elicer, R., Clark-Wilson, A., Weigand, H.-G. & Thomsen, M. (Eds.) (2022). Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and strengthening “connections and connectivity” for teaching mathematics with technology. Aarhus University. https://doi.org/10.7146/aul.452

Fristrup, T., Kristiansen, E. & Sonne, L. (2022). Processes of Inclusion and Exclusion in Volunteerism: Introducing the Concept of Learning Volunteerism. In T. Fristrup (Ed.), Nordic Figurations of Volunteering (pp. 35-56). Article 2 Jamtli Forlag.

Ahl, L. M., Aguilar, M. S., Jankvist, U. T., Misfeldt, M. & Prytz, J. (2022). Professional development as a means for implementing mathematics education innovations: results from a systematic review. In L. Mattsson, J. Häggström, M. Carlsen, C. Kilhamn, H. Palmér, M. Perez & K. Pettersson (Eds.), The relation between mathematics education research and teachers’ professional development. Proceedings of MADIF13 (pp. 57-67) http://matematikdidaktik.org/wp-content/uploads/2022/07/MADIF13_final.pdf

Petersen, F. F. (2022). Professionel egenomsorg: Trivsel, nærvær og relationer i daginstitutioner. Århus Universitet.

Bjerre, J. (2022). Profession, professionalisering og professionssociologi. In J. Bjerre & P. Fibæk Laursen (Eds.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2 ed., pp. 467-486). Hans Reitzels Forlag.

Tamborg, A. L., Elicer, R. & Spikol, D. (2022). Programming and computational thinking in mathematics education: An integration towards AI awareness. KI - Kunstliche Intelligenz, 36(1), 73-81. https://doi.org/10.1007/s13218-021-00753-3

Bach, D. (2022). Psykiatriseringen af forældres syn på deres børns udvikling. Kognition & Pædagogik, 124(Marts 2022), 18-28.

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Revised 26.09.2022

Knud Holt Nielsen